Follow one-step directions given to the group
When to use this goal
For children who follow a direction when an adult says their name and shows them, but not when the direction is given to the whole class. Base the choice on present levels in receptive language and in attending; children who do not yet follow one-to-one directions need that first.
- Baseline
- Record the first 5 group directions each day for 3 days: did the child follow within 10 seconds without an individual repeat? Note whether the child watched peers and copied; copying peers is a reasonable early strategy to count as met.
- Tips
- Use the same short directions all day so the child learns them as routines. The second condition removes the gesture, which is where many children drop. Two-step group directions are a later goal.
- Limits
- Group directions vary in difficulty; sample the same kinds across days. Children who follow by copying peers may not be processing the words; the no-gesture condition helps show which.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-004.
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Goal
By the annual IEP review date, when the teacher gives a one-step direction to the whole class during circle or a transition (stand up, get your coat, come to the carpet), the student will follow the group direction within 10 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by direct observation collected daily, across the first five group directions.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Preschool & Kindergarten Readiness.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Functional & Independence Skills - Preschool & Kindergarten Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal414 characters
- By the annual IEP review date, when the teacher gives a one-step direction to the whole class during circle or a transition (stand up, get your coat, come to the carpet), the student will follow the group direction within 10 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by direct observation collected daily, across the first five group directions.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher gives a one-step direction to the whole class during circle or a transition (stand up, get your coat, come to the carpet)
- Behavior
- The student will follow the group direction within 10 seconds independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Direct observation
- Schedule
- Daily, across the first five group directions
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily, across the first five group directions
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher gives a one-step direction to the whole class during circle or a transition (stand up, get your coat, come to the carpet), the student will follow the group direction within 10 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by direct observation collected daily, across the first five group directions.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.